Do humans produce the speed–accuracy trade-off that maximizes reward rate?

In this paper we investigate trade-offs between speed and accuracy that are produced by humans when confronted with a sequence of choices between two alternatives. We assume that the choice process is described by the drift diffusion model, in which the speed–accuracy trade-off is primarily controlled by the value of the decision threshold. We test the hypothesis that participants choose the decision threshold that maximizes reward rate, defined as an average number of rewards per unit of time. In particular, we test four predictions derived on the basis of this hypothesis in two behavioural experiments. The data from all participants of our experiments provide support only for some of the predictions, and on average the participants are slower and more accurate than predicted by reward rate maximization. However, when we limit our analysis to subgroups of 30–50% of participants who earned the highest overall rewards, all the predictions are satisfied by the data. This suggests that a substantial subset of participants do select decision thresholds that maximize reward rate. We also discuss possible reasons why the remaining participants select thresholds higher than optimal, including the possibility that participants optimize a combination of reward rate and accuracy or that they compensate for the influence of timing uncertainty, or both.     

Reversing presentation order of semantically related words reverses memory

In the Deese-Roediger-McDermott paradigm, words (e.g., sour, candy, sugar,…) related to one critical word (e.g., sweet) typically are encoded in descending order of their association with the critical word. When recognition is tested, memory is greater for related words than for critical words, as predicted by extant memory models. Surprisingly, however, memory is not greater for unrelated words (presented in other encoding lists) than for related words, in contrast with predictions from these same models. In two experiments, we tested whether intralist presentation order is responsible for the unexplained results. Word lists were studied in standard or reversed order (ascending order of association to critical words). Subsequent recognition for related words was high when lists were presented in the standard order but very low when lists were presented in reverse. Results indicate that presentation order affects related-word false alarms, providing important new constraints for memory models.     

Emotion Perception Accuracy and Bias in Face-to-Face Versus Cyberbullying

ABSTRACT. The authors investigated the association of traditional and cyber forms of bullying and victimization with emotion perception accuracy and emotion perception bias. Four basic emotions were considered (i.e., happiness, sadness, anger, and fear); 526 middle school students (280 females; M age = 12.58 years, SD = 1.16 years) were recruited, and emotionality was controlled. Results indicated no significant findings for girls. Boys with higher levels of traditional bullying did not show any deficit in perception accuracy of emotions, but they were prone to identify happiness and fear in faces when a different emotion was expressed; in addition, male cyberbullying was related to greater accuracy in recognizing fear. In terms of the victims, cyber victims had a global problem in recognizing emotions and a specific problem in processing anger and fear. It was concluded that emotion perception accuracy and bias were associated with bullying and victimization for boys not only in traditional settings but also in the electronic ones. Implications of these findings for possible intervention are discussed.     

Selective,but Only if It Is Free: Children Trust Inaccurate Individuals More when Alternative Sources Are Costly

The present research examines the effect of the costliness of an information source on children's selective learning. In three experiments (total N = 112), 4‐ to 7‐year‐olds were given the opportunity to acquire and endorse information from one of two sources. One source, a computer, was described as always accurate; the other source, a puppet, had a history of either accuracy or inaccuracy. For some children, learning from the computer required giving away stickers. The costliness of the computer clue reduced children's use of this source across all experiments, but its effect on children's use of the puppet varied based on the puppet's accuracy and the type of information learned. Children's trust in the puppet was above chance regardless of the cost of the computer when they were learning generalizable semantic information and the puppet had a history of accuracy. When the puppet was inaccurate or when children learned episodic information, the costliness of the computer significantly increased children's trust in the puppet. Hence, attaching a cost to a preferred knowledge source reduces children's selectivity and increases their trust in sources that they would not otherwise see as desirable. Copyright © 2013 John Wiley & Sons, Ltd.     

Shoes as a source of first impressions

Surprisingly minimal appearance cues lead perceivers to accurately judge others’ personality, status, or politics. We investigated people’s precision in judging characteristics of an unknown person, based solely on the shoes he or she wears most often. Participants provided photographs of their shoes, and during a separate session completed self-report measures. Coders rated the shoes on various dimensions, and these ratings were found to correlate with the owners’ personal characteristics. A new group of participants accurately judged the age, gender, income, and attachment anxiety of shoe owners based solely on the pictures. Shoes can indeed be used to evaluate others, at least in some domains.     

网络聊天情境大学生人际知觉准确性与知觉过程

本研究基于Funder现实精确性模型,考查了网络聊天情境中大学生人际知觉的准确性,影响准确性的因素,以及人际知觉的过程。研究发现：（1）网络情境中与陌生人进行极短时间的初次接触时,对16种人格特质知觉的准确性较低。（2）大学生对知觉对象的性别判断,会在一定程度上影响对被知觉者的人格特质的判断。（3）16种特质只凭言语推断的难易程度对人际知觉的准确性有影响。（4）人际关系的深度与自我表露的程度有关,并且自我表露程度随时间增加而逐步深入。     

The Relationship between Response-Time Effort and Accuracy in PISA Science Multiple Choice Items

The study examined the relationship between examinees’ test-taking effort and their accuracy rate on items from the PISA 2015 assessment. The 10% normative threshold method was applied on Science multiple-choice items in the Cyprus sample to detect rapid guessing behavior. Results showed that the extent of rapid guessing across simple and complex multiple-choice items was on average less than 6% per item. Rapid guessers were identified, and for most items their accuracy was lower than the accuracy for students engaging in solution-based behavior. A number of plausible explanations were graphically evaluated for items for which accuracy was higher for the rapid guessing subgroup. Overall, this empirical investigation presents original evidence on test-taking effort as measured by response time in PISA items and tests propositions of Wise’s (2017 Wise, S. L. (2017). Rapid‐guessing behavior: Its identification, interpretation, and implications. Educational Measurement: Issues and Practice, 36(4), 52–61. doi:10.1111/emip.12165[Crossref], [Web of Science ®] , [Google Scholar]) Test-Taking Theory.     

Theory of mind selectively predicts preschoolers’ knowledge‐based selective word learning

Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning.